PORTLEDGE SCHOOL. COLLEGE PLANNING HANDBOOK School Code 332883

PORTLEDGE SCHOOL COLLEGE PLANNING HANDBOOK School Code 332883 Karen M. Crowley Jane Zisa Director of College Counseling Secretary (516) 750-3215 (Phone) (516) 750-3210 (516) 750-3103 (Fax) jzisa@portledge.org kcrowley@portledge.org Eric Mathieu College Counselor (516) 750-3168 emathieu@portledge.org 1

TABLE OF CONTENTS CHAPTER 1: INTRODUCTION, OVERVIEW & TIMELINES p.3 Student, Parent and College Counselor Responsibilities p.4-5 College Planning Timeline and Calendar for 9 th grade p.5 College Planning Timeline and Calendar for 10 th grade College Planning Timeline and Calendar for 11 th grade p.6 p.7-9 College Planning Timeline and Calendar for 12 th grade p.10-12 College Counselor Class Syllabus for 11 th grade p.13 Education Conservancy Guidelines p. 15-16 CHAPTER 2: SELF ASSESSMENT p. 17 CHAPTER 3: COLLEGE SELECTION p.18 Step 1: Research p.18 Step 2: Refine and Balance List p. 22 CHAPTER 4: COLLEGE VISITS p.23 Interviews p. 24 Questions for Tour Guide p.27 Demonstrated Interest p.28 College Visit Ideas by Geography p.29 College Visit Journal p.31 CHAPTER 5: THE COLLEGE APPLICATION: How Colleges Evaluate p.32 CHAPTER 6: STANDARDIZED TEST p.35 Test Descriptions p.35 Testing Registration p.36 Reporting Test Scores p.36 Preparation for Standardized Tests p.37 SAT ACT Concordance Table p.40 CHAPTER 7: CREATING YOUR COLLEGE APPLICATION p.41 Application Options and Deadlines p.41 The Common Application p.42 Getting Organized: The Paperwork p.44 Senior College Application Checklist p.46 Junior Year College Application Checklist p.47 CHAPTER 8: PAYING FOR COLLEGE p. 48 CHAPTER 9: STUDENT ATHLETES p.51 2

CHAPTER 1: INTRODUCTION, OVERVIEW & TIMELINES The purpose of this handbook is to provide you with an overview of the college admissions process. It is important that students and parents carefully read the handbook and refer to it frequently as a handy reference throughout the college search and application process. For most students, this will be the first truly important decision of your lives. Remember that YOU are the one going to college and you should be driving this process by being actively engaged in school selection, choosing your recommendation writers, deciding where to visit and most importantly crafting your own, original personal statements and completing your own applications. Ask for help as you need it that s what we are here for but also know that as a Portledge student you have all of the resources you need within you to successfully manage this process. Remember that the goal of this process is to find a good match between you and a college or university. It is tempting to compare yourself with classmates, but a place where one person will thrive might be unpleasant or otherwise inappropriate for another student, even one who is a close friend. Your job throughout this process is to complete a careful self-analysis, to recognize both your strengths and weaknesses, and to approach, thoughtfully and seriously, the task that lies ahead of you. It is important to keep in mind that the end goal of your high school experience is not just about getting in to a good college and that, while important, college is just one step in life s path. Remember that your whole future does not depend on a college s decision about whether to accept you! Starting in Junior Year you, your parents and your college counselor will begin the more intensive work of finding a group of colleges that will suit your interests, skills and goals. Although many people will help in this process, the final decision must be yours. Your willingness to accept this responsibility, to participate in this process by doing the hard work of applying to colleges on time and meeting all deadlines, will demonstrate your readiness for college and the independence that accompanies with that step. 3

During this process you will have a number of tasks which will fall into one of the five general categories below: 1. Think about and identify your strengths, weaknesses, interests, challenges, goals; in other words engage in introspective self-reflection 2. Commit to frequent and honest communication with your college counselor 3. Determine what you are looking for in a college 4. Objectively understand who you are as an applicant 5. Complete your applications on time 6. Choose the college you will attend. Once college is a common topic of conversation you will hear many, many opinions (often conflicting) about specific colleges from a variety of sources parents, counselors, teachers, coaches, relatives, well meaning friends, even the mail carrier! To resist stereotypes and rumors you must investigate for yourself. Start your research on the internet, with Naviance, or with a good college guidebook. As you begin to think about yourself as an applicant your college counselor will help you to sort through statistical information about former Portledge applicants, and the colleges recent admissions profiles and trends to assess your chances of being admitted. By working together we can provide you with the assistance you will need to successfully navigate the college process. To accomplish this task we have outlined each member of the partnership s responsibilities. Student Responsibilities: READ ALL COMMUNICATIONS FROM THE COLLEGE COUNSELING OFFICE! Check your school email daily Complete Junior Questionnaire on Naviance Research basic admissions criteria for the colleges you are considering Plan to visit colleges during school breaks and summer vacation Request letters of recommendation from teachers during junior year Complete the Common Application and a Personal Statement over the summer Meet with college representatives visiting Portledge Complete applications honestly and accurately, paying careful attention to deadlines Keep your college counselor up to date on all of your plans, progress and results. Ask questions. Share your concerns. Communicate regularly with your counselor. Parent Responsibilities: Be open with your child. Discuss college plans, including any financial concerns and any restrictions openly and honestly early in the process. Share these thoughts with the college counselor by phone, in writing or in person. Support and communicate with your child and his or her counselor. Be open to new ideas and colleges you may not have heard of before. Please complete the Parent Input Form. This form adds greatly to our understanding of your child, which in turn helps us to write a better, more informed school statement. Be aware of deadlines and other requirements. Help your child send official test scores to the colleges. The college counseling office does not send standardized test scores to the colleges; an official score report sent directly from the testing agency is required and the student is responsible for this important requirement. Plan visits. Fill out and file financial aid forms on time if applying for financial aid. Keep talking with your child. But also understand that there may be times that he or she does not want to talk about college. Think about creating a weekly college check in to discuss all college related issues and ideas and calling a moratorium on daily college conversations. 4

College Counselor Responsibilities: Discuss college planning and application strategy with the student and the parents and help the student develop a schedule, testing plan and a balanced college list of good matches. Provide information about chances of admission to any particular college. Provide resources and opportunities for families to learn about various colleges. Help students access information about visitations, special events, open houses at colleges, deadlines, scholarships and testing. Prepare a well-written comprehensive schools statement that portrays the student honestly and positively with an emphasis on areas of strength and patterns of growth. Prepare and send transcripts to colleges. Serve as an advocate for Portledge students. Support and counsel students and parents throughout the college research, application and selection process. Send mid-trimester, trimester, mid-year and final grade reports to colleges. FRESHMAN YEAR 1 st Trimester College Planning Timeline and Calendar Enjoy high school as a place where you are growing as a student and as a person Set goals and create a plan for achieving them! Work on time management and study habits Try out a few clubs and activities and figure out what you like to do Read often to increase your vocabulary Try to read a few articles in the NY Times, Wall Street Journal, New Yorker or Economist per week Attend College Night for 9 th & 10 th graders in November 2 nd Trimester Decide if you are taking any SAT Subject tests; if so, register and prepare! Plan your sophomore schedule carefully Plan your summer activities 3 rd Trimester Assess your progress against your goals what adjustments do you need to make as a 10 th grader? Create a document in which you will record all activities, volunteer work, awards, summer activities, sports, etc. Add to this document over the next few years to make completing your applications easier in 12 th grade. 5

SOPHOMORE YEAR September Set goals and create a plan to achieve them Continue to make time management and study skills a priority Continue to read regularly Get or stay involved in clubs and activities October Take PSAT; results are mailed home in mid- December November Attend College Night for 9 th and 10 th grades; ask good questions! January March June: Think about your summer plans; many good or selective programs have early deadlines. Consider an interesting summer job or internship or another kind of learning experience. If you are ready and interested plan to visit a few colleges over spring break. Do not schedule interviews at this time. Decide if you are taking any SAT Subject Tests; if so, register and begin to prepare Plan your 11 th grade schedule carefully! Assess your progress against your goals what adjustments do you need to make as an 11 th grader? Create or add to a document where you will record all activities, volunteer work, awards, summer activities, sports, etc. to make application completion easier in 12 th grade. 6

JUNIOR YEAR September October Set goals and create a plan to achieve them. Get or stay involved in clubs and activities. Create a tentative standardized testing calendar & plan for the year. Take PSAT on October 14 th. Attend College Night on October 20 th at 7pm. November December January February March Maintain or improve grades. Assess 1 st trimester progress against goals; make adjustments as needed. Review PSAT results and confirm standardized testing and preparation plan for the year. Continue to focus on academic performance. Attend College Night for Juniors and Parents (Required) January 5 th. Students: log-in to Naviance: complete information and Junior Questionnaire. Parents: complete College Counseling Parent Input Form. Parents and Students: Read this College Counseling Handbook. Schedule individual student and then student/ parent meeting with Ms. Crowley & Mr. Mathieu. Begin to plan summer activities. Begin weekly college counseling classes. Register for March 5 th SAT Reasoning Test by February 5th (Subject Tests are not offered on this date). Presidents Weekend February 11-15th: Plan to visit colleges during this break (Make sure the admissions offices are open!) Schedule individual student and parent meetings with college counselors if you have not yet done so. Register for April 9 th ACT (with writing test) by March 4 th. Meet with college representatives who visit Portledge. SAT Reasoning Test administered on March 5 th. Spring Break March 21 st April 1 st : College visits are strongly recommended during this break. o These need not be distant visits unless you are vacationing nearby or are targeting a particular geography or college. o Try to see one large, one small, one urban and one rural variation. o Sign up for tours and information sessions by visiting individual college websites for specific information regarding times and procedures for visiting. Often, hotel and other travel information is available on the visit campus pages. 7

April o Unless you are traveling a significant distance or have fully prepared with a college counselor, hold off on interviews for now. Plan 12 th grade schedule carefully Register for May 7 th SAT Reasoning and Subject Tests by April 8 th Meet with college representatives who visit Portledge ACT (with writing) administered on April 9 th Finalize your summer activities and plans Research colleges by attending college fairs, using Naviance to view data on past applicants at schools in which you are interested and to read Fiske Guide reviews online for free. o NACAC College Fair - Jacob Javits Convention Center NYC on April 24 th o Nassau Counselors Assoc. College Fair @ Hofstra University - mid April o Western Suffolk Counselors Assoc. College Fair, Huntington mid April o Continue to update your college list on Naviance as you add or delete schools from your list May Meet with college representatives who visit Portledge. Register for June 4 th SAT Reasoning and Subject Tests by May 5 th Register for June 11 th ACT (with writing) by May 6 th SAT Reasoning Test and SAT Subject Tests administered on May 7 th Take AP exams (May 2- May 12; exact exam dates listed on school calendar) Study for Final Exams Discuss and determine who you will ask to write your Teacher Recommendations with a college counselor o To allow teachers time over the summer to write for you, ask for recommendations before the end of the school year. June Final Exams begin J u ne 1 st SAT Reasoning Test and SAT Subject Tests administered June 4 th ACT (with writing) administered June 11 th If you plan on playing a NCAA Division 1 or 2 sport complete the NCAA Student Eligibility process on the NCAA website. Plan for final summer and fall college visits, now requesting interviews July Do something fun and relaxing that refreshes you! Continue collecting information on targeted colleges and discussing your college choices with your family. Meet with a college counselor as needed we are working over the summer! Narrow college list to eight to ten schools with two to three schools in each category of Reach, Target and Likely. Continue to update Naviance. Draft a 500-650 word response to one of the Common Application Essay prompts; send to college counselor for feedback 8

Review need for additional standardized testing and register for all fall test dates which may include SAT Reasoning or SAT Subject Tests in October or November or ACT (with writing) in September or October; prepare as needed Work on portfolio, audition or sports highlight reel, if applicable Research all merit and need-based financial aid programs, scholarships, taking careful note of all deadlines August Complete the Common Application (www.commonapp.org) on or after August 1 st Create a timeline and organizational document that includes all application requirements and deadlines When available download and review supplements, drafting responses to Supplemental Essays Prepare draft essays which are due the first day of school 9

Senior Year September October Registration deadline for Oct 3 SAT Reasoning and Subject Tests is September 3rd Parents: Complete College Counseling Parent Input Form by Sept. 4 th Welcome back to School! September 8 th Essays and supplements are due the first day of school. Focus on academic performance: Senior Year grades can often be a critical part of a borderline case decision. Weekly College Counseling classes resume ACT (with writing) administered on September 12 th College Night for Seniors and Parents (Required) September 16 th Register for October 24 th ACT by September 18 th Work on college applications Meet with college representatives who visit Portledge (calendar published in Naviance) ED/EA candidates must meet individually with a college counselor in September Update college list in Naviance October 3 rd - SAT Reasoning Test and SAT Subject Tests Administered Submit official test scores to ED/EA and Rolling schools. o Applications are not complete without official scores sent directly from College Board or ACT. This is your responsibility! Submit early to ensure you meet all deadlines. Register for November 7 th SAT Reasoning Test and SAT Subject Tests by October 9 th Columbus Day is October 12 th and may be a good time for one last college visit trip. October 15 th Finalize and update your College List in Naviance o Make sure your application list in Naviance is accurate; all school forms are sent electronically and without a complete and accurate list, we will not be able to send materials. o If schools do not accept electronic submission, make sure to get the paper forms to Ms. Crowley or Mr. Mathieu ASAP! October 16, 2015: Last date for students to notify the college counselors of their intentions to apply under early deadlines and programs with November deadlines to guarantee that credentials are sent on time. CSS financial aid PROFILE form usually available in mid-october; become familiar with it and all financial aid deadlines Meet with college representatives who visit Portledge (calendar published in Naviance) Finalize common application, essays and supplements ACT (with writing) administered on October 24th ED/EA and Rolling applications should be submitted in advance of the November 1st deadline. Identify possible scholarship opportunities; let college counselors know if you are applying for any scholarships that require support from Portledge so that we can complete necessary school forms 10

November 1st Trimester grades are sent out o Continue to work hard in 2 nd Trimester. Mid-year grades are reported to the colleges and are looked at prior to final decisions in many cases. o 2 nd Trimester grades may be used to make decisions in the case of waitlist. Register for the December 5 th SAT Reasoning and Subject Tests (if needed) by November 5th Register for December 12th ACT (with writing) by November 6 th (if needed) SAT Reasoning and SAT Subject Tests administered on November 7 th ; no ACT in November November 13, 2015: Students must update Naviance and notify the college counselors of any applications with December deadlines to guarantee that credentials are sent on time. ED/EA and Rolling applications should be submitted in advance of the November 15 th deadline o Make sure official test reports are sent from ACT and/or SAT by the deadlines. Begin preparing FAFSA and CSS Profiles based on 2014 tax returns. The FAFSA should be ready to submit on January 1 st. The CSS Profile should be submitted by January 1 st at the latest. December Thanksgiving Break is an ideal time to get organized and complete any final application tasks. University of California applications due November 30 th. SUNY applications should be submitted by December 1 st. SAT Reasoning and SAT Subject Tests administered December 5th ACT (with writing) administered December 12 December 11, 2015: Every student must confirm their final college list with a Portledge college counselor (and then update it in both Naviance and the Common Application) no later than December 11 th to guarantee that all credentials are sent for January 1 st deadlines Submit official test scores to ALL colleges at this time. o Applications are not complete without official scores sent directly from College Board or ACT. This is your responsibility! Thank all teachers for writing letters of recommendation for you. ED I/EA notification period is typically between December 15-30; please let us know of all results! o If you are accepted ED: you must withdraw all applications filed at other institutions as per your ED agreement. Please cc: Ms. Crowley when you send withdrawal emails to other colleges. o If you are NOT accepted ED you should already have a Plan B in place; if you do not, please see a college counselor immediately! o We are available to celebrate and commiserate with you no matter how busy it is! Portledge closes for Winter Break on December 18 th ; be certain to have everything completed and your Naviance list 100% finalized by this date. Rarely students will take a January SAT (exact date is January 23, 2016); if you are taking this test you must register by December 28 th. January Financial Aid Forms should be sent to their processing centers ASAP; most financial aid is first come, first served! SAT Reasoning and Subject Tests are administered on January 23 rd Mid-Year Reports sent out March 2nd Trimester grades sent out 11

Regular Decision notification period begins March 15 th. May June May 1 st National Decision/Deposit Day. You may send a deposit to only one college. Senior Project Presentations, Senior Dinner, Prom & Awards Ceremony June 10 th - Graduation Day! Final Transcripts will be submitted to only one college. (Make sure all accounts with Portledge are settled.) 12

Junior College Counseling Class Syllabus, SPRING 2016 October 20 th Junior College Night January 5 th Junior College Night College Counseling Classes Begin the Week of February 1 st Class 1 (week Feb 1): Introductions & Myths About College o College Match book will be distributed o Assignment: Read Chapter 1 in College Match and read pgs 3-5, 7-9, 15-16 & 47 in this Handbook Class 2 (weeks Feb 8 & 15): Self Evaluation o Read Chapter 2, up to pg 29, completing Worksheets 1&2 and pg 17 in this Handbook Class 3 (week Feb 22): What criteria are you looking for in a college? o Assignment: Read Chapter 3, completing Worksheets 5 & 6 o Read Chapter 5 and pgs 18-22 in the Handbook Class 4 (week Feb 29): Campus Visits o Read Chapter 6 and pgs 23-31 in this Handbook Class 5 (week March 7): Resources and Research o Read Chapter 5 and research the college assigned to you, completing the College Fact Sheet (Worksheet 8) to hand in Class 6 (week March 14): What are colleges looking for in an applicant? o Read Chapter 8 and pgs 32-34 in this Handbook SPRING BREAK MARCH 19- APRIL 3 IDEAL TIME FOR COLLEGE VISITS Class 7 (week April 11): Interviews o Re-read page 100 Class 8 (week April 18): Presenting your extracurricular activities and interests o Complete Worksheet 3 on pgs 30-32 No Class weeks April 25, May 2, May 9 Class 10 (week May 16): Essays Part 1 o Read Chapter 7, completing Worksheet 13 and pgs 42-43 in this Handbook Class 11: (week May 23): Essays Part 2 and Summer To Do Lists o Read pages 10-12, 41-46 13

Senior College Counseling Class Syllabus, FALL 2015 Senior College Night on September 16 Class 1 (week September 21): Introductions and 1 st Trimester To Dos No College Counseling Class during the week of September 28th Class 2 (week October 5): Common Application and Extracurricular Activities Review Class 3 (week October 12): Personal Statement Class 4 (week October 19): Supplemental Essays Class 5 (week October 26): College Application Completion Check List IF STUDENTS HAVE A FINAL COLLEGE LIST IN NAVIANCE; HAVE COMPLETED THE COMMON APPLICATION, INCLUDING THE PERSONAL STATEMENT; AND HAVE SUBMITTED STANDARDIZED TESTING TO ALL COLLEGES THEY NO LONGER NEED TO ATTEND COLLEGE COUNSELING CLASS AFTER OCTOBER 26 th. STUDENTS MUST BE EXCUSED BY A COLLEGE COUNSELOR INDIVIDUALLY. IF YOU HAVE NOT BEEN EXCUSED YOU WILL NEED TO ATTEND COLLEGE COUNSELING CLASS EVERY WEEK UNTIL WINTER BREAK. 14

WE ADMIT GUIDANCE FROM THOSE WHO DO Applying to college does not have to be overwhelming! The following principles and guidelines can help make the college admission process more manageable, more productive, and more educationally appropriate. This guidance is offered by the Education Conservancy, a group of admission professionals committed to calming the commercial frenzy by affirming educational values in college admission. Principles These guiding principles are relevant for parents, students, counselors and admission deans: Education is a process, not a product. Students are learners, not customers. The benefits and predictors of good education are knowable yet virtually impossible to measure. Rankings oversimplify and mislead. A student s intellectual skills and attitude about learning are more important than what college a student attends. Educational values are best served by admission practices that are consistent with these values. College admission should be part of an educational process directed toward student autonomy and intellectual maturity. Colleges can be assessed, but not ranked. Students can be evaluated, but not measured. Students thoughts, ideas and passions are worthy to be engaged and handled with utmost care. Student Guidelines An admission decision, test score, or GPA is not a measure of your self-worth. And, most students are admitted to colleges they want to attend. Knowing this, we encourage you to: Be confident! Take responsibility for your college admission process. The more you do for yourself, the better the results will be. Be deliberate! Applying to college involves thoughtful research to determine distinctions among colleges, as well as careful self-examination to identify your interests, learning style and other criteria. Plan to make well-considered applications to the most suitable colleges. This is often referred to as making good matches. Be realistic and trust your instincts! Choosing a college is an important process, but not a life or death decision. Since there are limits to what you can know about colleges and about yourself, you should allow yourself to do educated guesswork. Be open-minded! Resist the notion that there is one perfect college. Great education happens in many places. Use a variety of resources for gathering information. Seek advice from those people who know you, care about you, and are willing to help. Be honest; be yourself! Do not try to game the system. Resist taking any standardized test numerous times (twice is usually sufficient). Limit your applications to a well-researched and reasonable number. No more than six should be sufficient, except in special cases. Know that what you do in college is a better predictor of future success and happiness than where you go to college. 805 SW Broadway, Suite 1600 * Portland, OR 97205 * Ph. 503.290.0083 * Fax 503.973.5252 * www.educationconservancy.org 15

Parent Guidelines An admission decision, test score, or GPA is not a measure of a student s worth. And, parents should always be mindful of the behavior they are modeling for their children. Knowing this, we encourage you to: Recognize that gaining admission to college is merely one step in a process of education that will include your child attending a college where she or he can maximize talents and growth. Emphasize the education. Resist doing for your children what they are capable of doing for themselves. Allow your child to take responsibility for his or her own part of the college application process. Be involved in the process, but do not try to control it. Resist relying on rankings and college selectivity to determine the most suitable colleges for your child. Realize that researching, selecting, and applying to colleges does not have to be an expensive process. Resist attempts to turn the process into a status competition. Develop a healthy, educationally based, and family-appropriate approach to college admissions. Consider that gaming the system may not only diminish your child s self-confidence, it may also jeopardize desired admission outcomes. Listen to, encourage and believe in your child. Do not use the term we as in we are applying to. Discuss the idea of education as an ongoing process, and how selecting a college might be different from buying a product. Love them enough to let them demonstrate the independence you have instilled in them. Keep this process in perspective. Remember that student skills, self-confidence, curiosity, and desire to learn are some of the most important ingredients in quality education and successful college admissions. Do not sacrifice these by overemphasizing getting into the best college. THIS GUIDANCE IS OFFERED BY THE FOLLOWING VETERAN ADMISSION PROFESSIONALS: Phillip Ballinger, University of Washington Stephanie Balmer, Dickinson College Michael Beseda, St. Mary s College of California Jeff Brenzel, Yale University Jennifer Delahunty, Kenyon College J. Antonio Cabasco, Whitman College Sean Callaway, Pace University Sidonia Dalby, Smith College Doris Davis, Cornell University Melissa Ewing, The Bush School Bill Fitzsimmons, Harvard University Erica L. Johnson, Lewis & Clark College Maria Laskaris, Dartmouth College Matthew Malatesta, Union College Brad MacGowan, Newton North High School Bonnie Marcus, Bard College David McDonald, Western Oregon University Mark C. Moody, Colorado Academy James Nondorf, University of Chicago Marty O Connell, Colleges That Change Lives Bruce Poch, Pomona College Jon Reider, San Francisco University High School Jeff Rickey, Earlham College Kristine Sawicki, Reed College Stuart Schmill, Massachusetts Institute of Technology Michael Sexton, Santa Clara University Jim Sumner, Lewis & Clark College Steven Syverson, Lawrence University 16

CHAPTER 2: SELF ASSESMENT There are over 3000 accredited colleges and universities in the United States. Developing a list of colleges that is right for you is an involved process. The first step is self-assessment, taking stock of your values, interests, and aspirations. It is hard to assess the fit of a college or university before you have a clear sense of who you are and what you are looking for or need in a college setting. Think about your strengths, weaknesses, interests, aspirations, challenges, and needed supports. It is likely you have never done this kind of soul searching before so take your time with it, but don t dismiss this important part of the process. Kenyon College wisely advises: Don t begin your college search with rankings and reputations. Start with yourself: your priorities, preferences and personal style. A. Goals and Values What adjectives would I use to describe myself? How would my parents, siblings, best friends, classmates and teammates describe me? What aspects of Portledge have I enjoyed most? What have I enjoyed least? Am I looking for a new and different experience or something familiar and comfortable? How do I define success? What is the desired outcome of my college education? Graduate school? Employment? Personal and/or intellectual growth? B. Academic What are my favorite and least favorite courses? What do I choose to learn when I am on my own? What am I curious about? What is my learning style? Active or passive? Hands on or abstract? Is learning a means to an end (a way to secure a career) or an enjoyable experience for its own sake? How hard do I like (or am I willing) to work in college? What is the average amount of time I study each night? Do I like to participate in class? Do I need access to teachers outside of class? Do I like a lecture-style class where I am less involved in the classroom conversation? Do I need support services such as a Writing Center or a Learning Resource Center? Do I have a certain career or major in mind? Do I like the idea of a core curriculum and would I benefit from defined course requirements or do I need the freedom to design my own major? C. Activities, Interests and Aspirations What activities do I enjoy most outside of the classroom? What activities do I plan to pursue in college? What do my parents expect of me? Who has influenced me the most? Do I want to study abroad? How important are things like diversity, tolerance, school spirit, religious practice, political activism, etc in my community or in my college community? What kinds of surroundings are essential to my well being? 17

CHAPTER 3: COLLEGE SELECTION One of the most important tasks in the college process is creating a college list. Your initial list may be 30-40 colleges that reflect the characteristics you are looking for, such as size, location, major, lifestyle and so on. Your preliminary list will likely include colleges you have never heard of before. Research them anyway Never let yourself be guided by name recognition alone. Plan to explore the full range of possibilities available to you! STEP 1: RESEARCH Researching colleges is among the most important tasks you will perform. The goal of your research is to end up with a final list of colleges you know well and like. To do so you will need to use multiple sources to determine what makes each school interesting to you and why each is on the list. Make sure you investigate each college fully and not rely on hearsay alone. Too frequently stereotypes are misleading and prevent further exploration of an appropriate institution. ( Someone told me that Colby is too small; someone told me that Penn State is too big; someone told me that Miami is too far away, etc. ). There are many colleges where you will be happy (fit in with other students, find the level of education you need and want, be productive, feel good on campus). Researching colleges means learning about many schools in order to find several schools where you really want to go. WHERE DO I START? 1. College Guides: You might want to purchase your own copy of these books. Following is a list of recommended Guidebooks and then some thoughts on how to use them wisely: The Fiske Guide to Colleges, Edward Fiske Looking Beyond the Ivy League and Colleges that Change Lives, Lauren Pope The College Handbook. The College Board Barron s Best Buys. Barron s Education Series The College Board Guide to 150 Popular College Majors. The College Board Historically Black Colleges and Universities. Arco The Student-Athlete s Guide to Getting Recruited, Stuart Brown Guide to Performing Arts Programs, Carole Everett & Muriel Topaz The Winning Edge: The Student-Athlete s Guide to College Sports, Frances & James Kilpatrick The K&W Guide to Colleges with Learning Disabilities of ADHD, Marybeth Kravets & Imy Wax Creative College: A Guide for Student Actors, Artists, Dancers, Musicians and Writers, Elaina Loveland College Guide for Visual Arts Majors. Peterson s The Advocate: College Guide for LGBT Students, Shane Windmeyer Other books about college admission you might also find interesting: Where You Go is Not Who You Will Be, Frank Bruni The College Admission Mystique, Bill Mayher: Contains a great introduction to the process written by a veteran independent school college counselor. Letting Go, A Parent s Guide to Understanding the College Years, Karen Coburn and Madge Treeger : This book discusses the joys and challenges of parenting a college age child. The Gatekeepers: Inside the Admissions Office at a Premier College, Jacques Steinberg This book was written by a NY Times reporter who spend a year following an admission officer and several applicants through the admission process at Wesleyan University. 18

THE SMART WAY TO USE COLLEGE REFERENCE GUIDES Condensed from the admissions webpage of Willamette University Avoid the Easy Trap You face many questions as you decide which college to choose: Public or Private? Big or small? Down the street or halfway around the world? Which colleges offer the best programs in my area of interest? Determining which college is the overall best fit for you is complicated by the fact that your range of options may seem overwhelming. In the United States alone there are more than 4,000 colleges and universities competing for the best students. It s no wonder choosing a college can be a daunting task! And it s no wonder prospective students and their families crave tools that will make the process simpler. Enter the College Guides These magazines, books and websites fill the demand for synthesized information about colleges and universities by publishing a summary of each school s characteristics and, in some cases, by ranking and comparing them based on varying criteria. While many of these can be useful to you as you begin the college search process you do not want to fall into the easy trap of placing too much faith in the guides as arbiters of what your best college choices are. Selecting a college is an inherently individual process. Therefore the greatest strength of college guides is also their greatest weakness. They are, by their very nature, incapable of adequately addressing all of these questions and concerns you should be raising as you undertake the complex and personal process of selecting a school. That s why is it s good to know the smart way to use college reference guides: Step 1: Consult a Variety of Sources The college guides are based upon information gathered and presented in different ways. Some guides attempt to quantify and rate colleges; others simply present data. Some mix subjective and anecdotal data into their reviews; others do not. Rather than hoping for a one-stop source where you can find all you need, you ll develop a fuller picture if you explore several guides. Step 2: Consider the Reliability of the information presented Take a few minutes to understand the methodology used by a guide in evaluating colleges. An introductory section to the guide should explain this. Here are a few tips to keep in mind: Don t take numerical rankings too literally. Sources that try to place colleges in a precise rank order are trying to quantify the quantifiable. That s why you ll see, for example, Willamette University ranked 96 th by Washington Monthly but 63 rd in US News & World Report because these publications consider different factors in their ranking formulas. Only you should decide what weight to give what characteristics. Note when data is anecdotal. Sometimes guides rely upon subjective opinions that are not gathered in a scientific manner. Realize that even objective data can be distorted. Statistics like enrollments, freshman academic profiles, retention and graduation rates are often reported to the guide writers by the colleges themselves and colleges may define or calculate this data differently. Step 3: Pay attention to the overlap As you consult a number of college guides, look for the areas of convergence, where guide after guide suggests the same attributes of a particular college. Conversely, on points where guides seem contradictory, take it as a signal that you should probe more deeply into those areas on your own. College guides can be helpful in the matching process, but ultimately the only ranking that really matters is yours, so you should base it on a personally tailored and comprehensive search. 19

2. Online Sources The Internet has become an invaluable resource for doing college research. You can search college databases, including the one found on Naviance, by location, size, major, and cost to find matches for you. You can also request view books and course catalogues, take a virtual tour of campuses; learn of all admissions requirements and deadlines; find out about scholarships and financial aid; browse the curriculum, course descriptions and academic requirements; and learn more about campus life, activities and athletics by going directly to an individual college s home page. Visiting the website of colleges that interest you is highly recommended. Following is a short, but by no means comprehensive listing of useful websites: Naviance www.connection.naviance.com/portledge Peterson s Guide: www.petersons.com The College Board www.collegeboard.com ACT www.act.org or www.actstudent.org My Road www.myroad.collegeboard.com CollegeNet www.collegenet.com MyCollegeGuide www.mycollegeguide.org Common Application www.commonapp.org Campus Tours links www.campustours.com or www.ecampustours.com NCAA www.ncaa.org SUNY schools www.suny.edu Also very helpful is Web Resources for the College-Bound compiled by the National Association for College Admission Counseling. Have fun, but be wary of website like College Confidential that regularly post inaccurate information. Finally, we highly recommend this Malcolm Gladwell article on college rankings: http://www.newyorker.com/magazine/2011/02/14/the-order-of-things 3. College Representative Meetings at Portledge Every year almost 50 college representatives visit Portledge to answer questions about their colleges and to meet you. COME TO THESE MEETINGS! Many of these people will be the first readers of your application: think of them as the Long Island advocates on the admissions committee at their colleges. Your attendance at these visits can be very productive encounters, and on occasion can be important components of students success in the admissions process. An ongoing dialogue between you and the admissions officer may happen organically as a result of your meeting in this setting. Should you be unable to attend because of a conflict in your schedule try to take a few minutes to introduce yourself to the visiting admissions officer. Ask for his or her business card, and fill out one of the cards that track your attendance and are used to track your demonstrated interest in a college. The schedule of college meetings will be posted on Naviance and reported in the daily announcements. A particular college might also contact you about a visit if you are already on its mailing list. Take a chance. Even if you have not heard of a specific college, or you do not know much about it, this is a great way to learn more. If you have a class at the time of the visit, and it is a school you are considering, ask your teacher if you may be excused in order to see the representative. You must have your teachers permission in advance to miss classes to attend meetings; it will be up to each teacher to decide how much advance notice he or she may require, but in no event should you make the request on the day of the meeting itself. Even if you have had an interview at the college, you can (and should) say hello to the representative and convey your enthusiasm. A good impression and a contact at the college may be very helpful in your admissions process. 20

RECORDING YOUR RESEARCH Use these pages as a note-taking device to help narrow your preferences as you complete your research. Cross out descriptors you don t want or need and highlight elements that are important to your selection of colleges. 1. STUDENT ENROLLMENT Small; medium; large; freshman class size; % Undergraduate students, % freshman who return for sophomore year; % freshmen who graduate; male/ female ratio; % commuter/ resident; geographic origin; % minority; % international students; % on financial aid 2. LOCATION AND SURROUNDINGS New England, Mid Atlantic, West Coast, Mid West, South, Southwest, a foreign country, Distance from home, travel costs and convenience, local options, urban/ suburban/rural; weather; nearest city; recreational opportunities; internship opportunities 3. COLLEGE TYPE AND PHILOSOPHY Religious/ public/ private/ historically black/ co-ed/ single sex/ college/ university liberal arts; technical/ vocational; conservatory; art/ design; pre-professional for business, engineering, fine arts. Other specific degree offering ; semester/ trimester/ quarter/ module or block curriculum traditional; progressive; deeply scholarly; career oriented; comprehensive group of majors 4. CURRICULUM Required freshman courses; core curriculum vs. self designed curriculum; majors/ minors in your areas of interest; number of courses offered in your areas of interest; depth of courses offered in your areas of interest; interdisciplinary courses; research opportunities; field work; internships; study abroad; joint degree programs; cooperative plans (co-op); pre-professional programs 5. ACADEMIC ENVIRONMENT Faculty with PhD; teaching course load; faculty scholarship; emphasis on undergraduate teaching and learning; faculty-student ratio; average class size; advising; office hour policy/ accessibility; % of classes over 50 or under 20 students; departmental clubs; nature of out of class interaction with faculty; workload; academic pressure/ competition; student attitude toward learning; forums for exchange of ideas; career advising; % who go on to graduate school; graduate school and job placement 6. CAMPUS and STUDENT LIFE Homogeneous or diverse; degree of tolerance for differences; mainstream or offbeat students; competitive or inclusive social scene; cohesive or fragmented community; school spirit; controversial campus issues or activism; interest in political, social or world issues; liberal/ directive or restrictive social regulations; large dorms/ small houses; availability of single rooms or other specific set up; system of housing allocation/ roommate selection; centralized on campus dining; student center; single sex/ co-ed dorms; housing guaranteed; substance free housing; activities related to your interests; Greek life; definition of fun on campus; presence of religious, ethnic or cultural groups 7. ADMISSIONS Deadlines; application type; early programs, rolling programs, regular decision; fees; specific high school course requirements; Common Application supplements; testing requirements; standardized testing optional; How many recommendations; Interview offered; % accepted; average ACT/SAT scores of admitted students; need blind or need considered 8. COSTS AND FINANCIAL AID Minimum/ maximum costs per year; student budget for housing, personal expenses, fees, books, travel costs; % of students receiving aid; range of awards; average award; need or merit funds available; loan and job expectations; payment plans 9. INTANGIBLES Does the atmosphere appeal to me? Can I see myself on this campus? 21

STEP 2: REFINE AND BALANCE YOUR LIST The final goal of the college selection process is to refine your initial list into a balanced final list of not more than 10, or at most, 12 schools (6-8 is the ideal number if you have really done your research thoroughly!) The schools on the final list should fall into three categories: Likely, Target, Unlikely with no more than 3 in the Unlikely category, at least two in the Likely Category and, ideally, the majority in the Target category. Likely Schools: Those where we believe your chances for admission are at least 75%. It is important to note that we cannot predict admission for the coming year; only assess based on what has happened in the previous years. Target Schools: Chance of admission is about 50%. Your profile looks to be in line with the average accepted student but there are no guarantees. Unlikely: Portledge students with similar grades and test scores are unlikely to be admitted without a major extenuating circumstance in play. Chance of admission is around 20-30%. In determining where a school falls on your list we use our best judgment based on experience, Portledge students application history, national trends and institutional changes. We offer candid and direct advice to help you evaluate your chance of admission to any given college this is not a judgment of you or your potential in college. Ideally your final college list will be constructed with optimism and pragmatism so that you are admitted to the majority of schools on your list. It is our experience that students have less trouble coming up with schools in the Unlikely category and more difficulty adding schools in the Target and Likely categories. Sometimes schools in these categories require more thorough investigation. Please note that the term Likely should not only refer to the student s chance of admission but the student s feelings about attending the school if admitted. One of the biggest mistakes a student can make in the college selection part of the process is focusing too narrowly on one school or on Unlikely schools. A commitment to developing a well-balanced list based on careful research is truly a key component of a successful college process with a satisfactory outcome. One of the most helpful tools for Portledge students is the data available in Naviance. In junior year we will provide you with registration codes to get started. Once you are logged on to Naviance you may explore the data available for each college in easy to read graphs and scattergrams. These graphs allow us to anonymously show you the application data and acceptance history for every college application from Portledge. The scattergrams are great tools when searching for colleges that are within the appropriate admissions range for a particular student. The Family Connection website can be found here: www.connection.naviance.com/portledge 22

CHAPTER 4: COLLEGE VISITS Campus visits can be the most helpful part of the college search process. When you visit you will see your potential home for the next four years. We often focus on how colleges select students, but equally important is how students select colleges. When visiting you should be focusing not on whether or not you can get in, but whether or not you want to get in and be part of this particular campus community. When planning to visit a college, first visit their web site. There you will find much helpful information including a description of the activities you may participate in while on campus. These typically include tours, information sessions, classroom observations and interviews. Serious athletes may also want to visit with a coach. Some students also meet with faculty members in their intended major. Many colleges post helpful travel information including hotels and directions. Visits do not typically require appointments but occasionally they do. Sometimes you can book appointments via the web site and other times you will need to call the admissions office to make a reservation. As a general rule do not schedule more than two colleges per day. Allow plenty of time to visit the campus, neighborhood and surrounding area. Students should complete the majority of their visits before returning to school in the fall. A great time to visit is over spring break as most colleges will be in session. If you conclude that you truly love the school, you should return in the summer or early fall for an interview ( if available). Summer is the most popular time to visit a college. Fall visits should be scheduled on days we are closed. If you must miss a day of school, make sure you fill out a College Trip Planning Form and have it signed by your teachers and the College Counselor. Remember that while it is possible to miss some school to look at colleges, it is crucial that you get good grades in the 1 st trimester, and your first priority must be your schoolwork. When on the campus tour, be sure to ask the student guide many questions. Students are the best sources of information about a college. If possible, attend a class and try to spend some time walking around the campus without a guide. Check out the student center, a dining hall, the athletic facilities, the library or other hubs of student activity. Be a keen observer to get the best sense you can of the college s campus culture and environment. Explore the areas of campus (and the surrounding area) where you think you will spend the most time. Walk around the academic departments that interest you. Be absolutely certain to sign in at the admissions office and fill out their registration information. Many colleges consider your visit to be the best way to demonstrate interest and may take your interest into consideration when making admissions decisions, especially at liberal arts colleges. Plan to visit overnight at the schools in which you are most interested. This is the best way to really get to know a college, especially if you plan to apply Early Decision. Be sure to plan these visits carefully: student hosts typically cannot receive visitors during exam periods or just prior to mid-term and final exams. Finally, take notes during your visit. Very quickly colleges can begin to look and sound alike. Take photos with your phone of particularly memorable spots on campus. Use the Visit Journals found at the end of this chapter or simply log notes in your phone. It is important to record first impressions, your thoughts about the visit and the names of people you met immediately. If you interviewed plan to send a thank you note to your interviewer as soon as you return home. At the end of your visit ask yourself two key questions: 1. Do I see myself fitting in here? 2. Am I comfortable and at ease here? PARENT TIP: After visiting a college wait to offer your opinion and thoughts until after your child has offered his or hers. This will allow you both to learn the student s most candid and genuine thoughts before any family influence has registered! 23

College Interviews Colleges have highly varying policies on interviews but generally interviews are handled in one of four ways: No interview group information sessions only Alumni interviews optional, off campus, informational meetings available on a first come- first serve basis Optional Informational Interviews on campus, often with a student Evaluative interviews on campus are encouraged - This approach is increasingly rare but if a college offers it you should definitely take advantage of the opportunity to participate. What you can do to prepare: Schedule early especially at schools where interviews are encouraged as they will run out of slots quickly. Prepare for the experience with a college counselor. Read all available material on the college. Do not ask questions covered in the material or catalogue and instead use printed or web information as a jumping off point for a more specific or deeper question about the academic or other kinds of programs I.e.: I noticed in the catalog that International Business is listed as a major in the School of Management. Can you tell me if many International Business majors usually have a minor in Economics even though it is listed in the School of Liberal Arts? Be prepared to talk specifically about yourself and your interest in the college Be prepared for unusual, open-ended or cryptic questions o I.e.: Tell me about yourself Craft a few thoughtful questions about the college That day: Be prompt and call if you are running late. If you are afraid you may forget the questions you prepared, write them down. Better to look at your notes than to not have any questions for the interviewer when the time comes. Try to be relaxed and dress appropriately (as if you are going out for a nice dinner; no jeans, but neither is business attire required!) Be confident and assertive, but never overbearing or overly familiar. Shake hands firmly; maintain eye contact. Be in charge; your parents should play a supporting role, if any. Treat every interview as if the college is your VERY TOP choice Turn off cell phone and don t chew gum! Engage in a conversation as much as possible. Make sure you leave knowing your interviewer s name. Write a handwritten thank you note as soon as possible after the interview. 24

Sample College Interview Questions How do you like Portledge? What has been positive about your experience there? What would you change if you could about your high school experience? (Be careful not to fall into a trap of giving a negative answer to this question or any other ) What is your role in the school community? How would others describe you? What is the most significant contribution you have made to your school? What are you looking for in a college? Why are you interested in this college or why do you think you are a good match for this college? o Be specific, do not suggest that prestige, rankings or location alone are drivers in your interest. Do not describe the school to them they are the experts instead focus on your own interests and how you can maximize them at the college. Think about where your interests and the college s offerings intersect and focus on those areas of commonality. What are some of your future personal and career goals? Where do you see yourself in 10 years? Tell me about an assignment you found intellectually stimulating What are you involved in? What is your most meaningful extracurricular activity? How will you take what you ve done in high school and apply it in a college setting? What is your favorite subject? Book? Movie? Cultural Experience? What are you thinking about studying in college? How are you different from your peers? How have you spent your summers? What is a current event about which you feel strongly or find interesting, and why? What famous or historical person or people would you like to meet or have over for a dinner party? Describe something that has made you feel outraged or inspired. Have you ever thought of not going to college? What would you do? How do you spend your free time? What s fun for you? Do you have any questions for me? (Be prepared for this one; it is asked in EVERY interview!) Sample Questions for the Interviewer How would you describe the students here? Is there any kind of student who would not be comfortable here? What is the political climate on campus? How active are the students in current events? Can you describe the school spirit on campus? Are on campus events well attended? What is the role of Greek life on campus? How do first year students get involved in activities? Can you tell me more about the program? (drama, community service, club athletics, etc). Ask questions that suggest your interests I read you have a debate team. What schools do you compete against? How do they usually place? How safe is campus? What safety measures are in place on campus? How easy is it to change your major here? Are there any new campus initiatives underway? What % of the students study abroad? What are the most common destinations? DO NOT ask What are your strongest departments? The answer will be All of our departments are strong and it may suggest you haven t done your homework. 25

Sample Thank You Notes for After an Interview For An Admissions Professional: Dear Ms. Admissionsofficer> Thank you so much for taking the time to interview me on campus last week. The tour/ overnight/ class visit gave me a great sense of the student body, facilities, and overall environment at COLLEGEFORME. However, your insights about the English Department, particularly the creative writing program and the guest writers, confirmed and solidified my interest in studying at COLLEGEFORME. I am definitely going to pick up that Donna Tartt book you suggested. Thank you again, Wantstogoto Collegeforme For An Alumni Interviewer: Dear Mr. Classof1970, Thank you for taking time out of your busy schedule to talk to me about COLLEGEFORME yesterday. Your insights about COLLEGEFORME gave me a true sense of all the school has to offer. I loved hearing about your experiences on campus. I also appreciate the career advice you gave me; I will definitely pursue internships while I am in college so that I am well qualified for employment after I graduate. COLLEGEFORME is my top choice and I would love to go there. Thank you again for your time, support and guidance. Sincerely, Wantstogoto Collegeforme 26

Questions for the Tour Guide: What do you like best (or least) about being a student here? How large are your classes? Do you meet regularly with an advisor? Who teaches you? Is it easy for you to get help from professors? Where do you study? Is the library a good place to work or study? Do students talk much about grades? What are the biggest current issues on campus this year or semester? Is this a safe campus? Are there escort vans, safety patrols, emergency phones? What is your relationship with your teachers outside of the classroom? How tolerant of diversity are the students on campus? How would you describe the campus culture? What are the most popular extracurricular activities here? Have you ever been invited to the home of a faculty member? Do you discuss national politics and issues very often? Are students politically active and aware? Where can I get a copy of the campus newspaper? Where do most students hang out? When do you declare your major? What are the most popular majors here? Tell me about the housing. Are some dorms better than others? Do many students live off- campus? Why? Is housing guaranteed for all four years? Do students study hard? What is the attitude towards working hard? Is there a career service on campus? Is it available to alumni? What has been the biggest issue recently in campus politics? What impact do fraternities and sororities have (if there are any on campus)? Athletics? What are weekends like here? Do many students head home for the weekend? Are the arts supported here? Are they accessible? Where do students come from? Is this a diverse community? Why did you choose this school? Where else did you apply? What kinds of kids do you think are happiest here? Which ones are least happy? Do not ask the tour guide overly personal information or what their academic credentials were when they applied! 27

The Increasing Importance of Demonstrated Interest As application numbers increase admissions offices have worked hard to figure out how to keep their acceptance rates low while still enrolling the correct number of students. One way they do this is to take into account certain activities that enrolled students typically participate in, and use this information when deciding who to admit. Additionally, an admissions officer may be able to more effectively advocate for a candidate with whom they have had positive and appropriate interactions. Over the last few years some schools that we could consider likely schools have turned into less likely schools if a student does not demonstrate significant interest in that campus. Below are a number of ways that student can demonstrate interest in a college: Join the Mailing List: Colleges send important information about local events, interviews, on-campus programs and application details to those on their mailing list. Some schools will ask students to create an account and then track how frequently students visit their web site. Open Emails! : Always open all emails sent from the college! Colleges can and do track this information. If the student does not open emails from the college they will make an assumption about his or her level of interest in their school. College Fairs: Be sure to fill out inquiry cards and try to talk to the people manning the booths at colleges you are interested in. This is another contact that is tracked by the admissions office. Sometimes admissions officers will make notes on the back of the card you fill out if you have made a favorable impression. Contact the Admissions Representative: Most admissions officers are open to contact from students, particularly emails with appropriate and genuine, well thought out questions. Avoid asking questions to which the answers can easily be found on the college s website. Admissions officers receive a lot of email from students. Distinguish yourself by being thoughtful. And be sure to proofread all emails before you press Send! Attend a Local Event: There are many local events on Long Island and in NYC for interested students. Making the effort to attend is another opportunity to indicate your interest and to potentially interact with the Admissions Officer you met at Portledge, at a College Fair, on campus, or with whom you ve been emailing. Some events are large and it may be hard to get quality time with the admissions officer on site but colleges definitely track who attends. Attend the Portledge High School Visit: As already noted making a connection with an Admissions Officer while they are at Portledge can be enormously helpful to you in the admissions process. Be sure to at least fill out an inquiry card and try to say hello even if you cannot miss class to attend the session. Interview: Many colleges offer interviews, either on campus or with alumni representatives. Although the interview may not always be evaluative it is another way to learn more about the school and to demonstrate your interest. Arrive to the interview prepared to ask thoughtful questions (more on this below). Be certain to send a thank you note afterwards including specific information about your conversation. Sample thank you notes can be found below. Visit Campus: This is the basic and expected way that a student should demonstrate interest in a particular college. Be certain to sign in to get credit for visiting campus. Sometimes if students do not visit campus it is very difficult for an Admissions Officer to admit them. Pay particular attention to the schools in your Likely category as they will be looking carefully for signs of your true interest in attending. Supplements and Optional Written Statements: Many schools require students to complete a writing supplement in addition to the Common Application. Often the question asks the student to describe why he or she is interested in the school. It is critical to be specific and intelligent in these supplemental responses. If the school has an Optional statement you can demonstrate your commitment to the school by completing that statement. 28

COLLEGE VISIT IDEAS BY GEOGRAPHY Long Island/New York City Columbia, Barnard NYU, Eugene Lang CUNY Hunter, Pratt Sarah Lawrence, SUNY Purchase Wagner College Adelphi, Hofstra, CW Post Fordham, Pace Marymount, Manhatanville Stony Brook Hudson Valley Vassar, Marist Bard, SUNY New Paltz Union, Skidmore Upstate NY Cornell, Ithaca, SUNY Binghamton University Rochester, Hobart& William Smith Hamilton, Colgate Clarkson, Rochester Institute Technology Syracuse, RPI SUNYs Connecticut Trinity, University of Hartford Connecticut College, Wesleyan University Quinnipiac, U CONN Sacred Heart University, Fairfield University Yale, University New Haven Boston/ Providence Boston University, Northeastern University Harvard, Tufts, MIT, Emerson College Emmanuel, Simmons Brandeis, Boston College Wesllesley, Simmons (both women only) Babson, Bentley Stonehill, Wheaton, Wheelock Brown, Providence College, RISD Salve Regina, Roger Williams New England Clark University, Holy Cross (MA) Amherst College, U Mass (MA) Smith, Mount Holyoke, Hampshire (MA) Assumption, Worcester Polytech (MA) Williams, Bennington (MA &VT) Colby, Bowdoin, Bates (ME) University of Maine, University Southern Maine University of New Hampshire New England College, St Michaels Dartmouth, Middlebury (NH & VT) University of Vermont, Champlain (VT) New Jersey Monmouth, Drew Princeton, Rutgers Pennsylvania/ Ohio U Penn, Drexel, Temple Haverford, Bryn Mawr Villanova, Swarthmore Juniata, Ursinus Franklin & Marshall, Gettysburg Allegheny, Dickinson Muhlenberg, Susquehanna Lehigh, Lafayette, Bucknell 29

Potomac & Chesapeake University of Delaware, Johns Hopkins U Maryland, Loyola Goucher, St. John s Howard (HBCU) American, U Mary Washington Georgetown, George Washington Washington College, St Mary s College South Davidson, Wake Forest (NC) Guilford, Duke (NC) UNC, Elon (NC) High Point (NC) Lynchburg, Roanoke (VA) Washington & Lee, U VA (VA) College of William & Mary (VA) University of Richmond, James Madison (VA) University South Carolina, Clemson (SC) Furman, College Charleston (SC) Emory, GA Tech (GA) Vanderbilt, Rhodes College, Sewanee: University of the South (TN) Tulane (LA) University of FL, FL State, U No Florida (FL) U Tampa, U Miami (FL) Eckerd College, Rollins College (FL) Morehouse/ Spellman (HBCUs) Western PA/ Mid West Penn State, Duquesne (PA) Pitt and Carnegie Mellon U (PA) U Miami of Ohio, Denison (OH) Wittenberg University, Ohio Wesleyan U (OH) Case Western Reserve, Oberlin (OH) College of Wooster, Kenyon (OH) Antioch, Earlham (IN) Mid West Macalester, Carleton (MN) University of Wisconsin, Beloit (WI) University of Michigan (MI) Northwestern, Lake Forest College (Chicago) University of Chicago, DePaul, Loyola (Chicago) Marquette University, Lawrence University (WI) Texas/ Southwest U Arizona, Arizona State U Texas, Austin SMU Rice University Trinity University Southern California UC San Diego, Loyola Marymount University University of Southern California, UCLA Occidental, Cal Tech Whittier, Cal Arts Claremont Colleges Chapman, UC Irvine U Riverside, University Redlands Northern California Stanford, Cal Berkeley UC Santa Cruz, Santa Clara University University of San Francisco, Cal College of Arts University of the Pacific, Santa Clara University Pacific Northwest University Puget Sound, Evergreen State University of Portland, Reed College Lewis & Clark, Whitman University of Oregon University of Washington Willamette University Rocky Mountains U Colorado at Boulder University of Denver, Colorado College 30

COLLEGE VISIT JOURNAL: RECORD VISIT &FIRST IMPRESSIONS SCHOOL NAME: DATE OF VISIT: PEOPLE I MET: FIRST IMPRESSIONS/ FIRST WORDS THAT COME TO MIND: (Anything distinctive or unique?) THOUGHTS ON ACADEMICS: THOUGHTS ON CAMPUS LIFE/COMMUNITY/CULTURE: WHAT PARENTS THOUGHT: 31

CHAPTER 5: THE COLLEGE APPLICATION HOW COLLEGES EVALUATE APPLICATIONS Before you craft your application it is wise to understand how colleges make decisions so let s review how that s done. THE TRANSCRIPT Colleges will carefully scrutinize your transcript/s more carefully than any other document in your application; it is the cornerstone of your candidacy. In doing so they are evaluating who you have been as a student and making assumptions about the type of student you will be on their campus. Admissions officers are trained to review the general and specific (subject area and year over year) trends; the relative strength or weaknesses within your courses; and of course, the actual grades themselves, with primary focus on your academic and core classes. If you have pushed yourself, they will note that. If your grades are low relative to your standardized testing they will note that too. Most selective colleges are looking for you to take an academic program that looks something like this: 4 years of English 4 years of mathematics 3-4 years of natural science 3-4 years of foreign language 3-4 years of history AND 5 academic solid courses each year of high school Colleges like to see the unique blend of rigor and success that works for each student. Accept your limitations and know your strengths. Nothing is gained on the college admissions front if you take 6 academic courses or an Advanced Placement class for the first time, and receive a C or a D. Some programs or majors require or look for specific courses. For example, potential engineers should take calculus and physics, and preferably AP courses in both. Grades across all four years matter but if 9 th grade is weak, a positive trend thereafter may be appealing to Admissions Officers. Your Portledge GPA (grade-point average) will be reported to all colleges. Senior grades are critical in the admissions process and decisions are rarely made without an assessment of senior year performance. Once you have graduated colleges receive a copy of your final transcript and they expect that you will complete the year successfully. If there is too much drop off you may find yourself headed to college on academic probation or, in a worst case scenario, the college may rescind their offer of admission. Bottom line: Grades really matter for all four years. STANDARDIZED TESTING Although test results are only one factor in the selection process they can be an important one. As a rule, the more selective the college, the more important are the test scores. Colleges generally use the standardized test results as a true apples-to-apples comparison of an increasingly diverse group of applicants who apply from different geographies, from different kinds of schools and with different interests. Generally students must submit either the ACT or the SAT Reasoning Test. Some schools also require SAT Subject Tests. While testing is not the most exciting part of the application for an admissions officer to review it remains a key factor in college acceptances. More information on testing can be found in Chapter 6. THE APPLICATION, ESSAY AND EXTRACURRICULAR PROFILE: The application will include all personal information, extracurricular and athletic activities, jobs you have held, etc. Colleges look closely at your part of the application to understand the context of your life and then to make an assessment of how well you have maximized your opportunities. Admissions officers pay special attention to your essay. In doing so they are hoping to hear your unique voice and to learn something about who you are and what matters to you. 32

While an essay alone rarely gets you into a college, a student may be denied admission to a college for which they were qualified because their application demonstrated little thought or care. Admissions officers are also on alert for applications and essays that look to have been prepared by someone other than the applicant. They have access to the writing sections of the SAT or ACT so it is important that the application look and read as though a high school senior created and completed it. When assessing an extracurricular profile colleges like quality, not just quantity. They like to see consistent, sustained, dedicated, meaningful involvement. That means that active and deep participation in a few clubs or sports for four years is better than membership in a dozen or more activities during senior year. It is even better if you have achieved positions of leadership. The quality of your application and how you communicate within it are two areas of the admissions process over which you retain complete control make the most of this opportunity by completing it thoughtfully and carefully. When reading the application admissions officers form a picture of who you are and whether or not you would be a good fit for their campus. This is not a time to be modest or shy you must tell them all that you have done! Start early and remember that spelling and correct capitalization of proper nouns matter! SCHOOL STATEMENT: The School Statement is a summary of your Portledge experience, and is based on what all those who have known you at Portledge have had to say about your work, your school citizenship, your growth, your goals and your actions. Admissions Officers use this statement to help understand the context of the student s application and transcript and to learn about any extenuating circumstances the applicant has faced. Be candid with us as we get to know you so that we can be certain to write the most accurate, positive and comprehensive letter of support possible. TEACHER RECOMMENDATIONS: Usually, most colleges require that you submit two letters of recommendation. You should select teachers from your junior year as colleges want to hear from people who taught you most recently. It is important that the person can write about you from an academic perspective and it is also helpful if you feel that the teacher knows you well as a person. The college counselors will help you choose who to ask. Admissions officers use teacher letters to better understand you as a participant in the classroom. Colleges are schools first and foremost and creating vibrant academic classes is a top priority for those in admissions. They will look to understand better how you think, how hard you work, how much you prepare and participate, and who are you as a student in these letters. Typically colleges ask applicants to provide two academic references. The best recommendations come from teachers who like you as a student, can speak to your academic and intellectual strengths, and like you as a person. It is advisable that both teachers be from junior or senior years. Some academic programs will want to see teacher recommendations from specific subject areas but most of the time admissions officers are looking to read the strongest letters of reference as opposed to those coming from particular academic categories. Art, Music and Physical Education teachers/ coaches should only be considered for supplemental letters of recommendation unless you are applying to a BFA program in the arts. ADDITIONAL LETTERS OF RECOMMENDATION: You may wish to include additional notes or recommendations from other adults who know you well from an extracurricular activity, or out of school experience. When deciding whether to submit additional (non-requested) letters of recommendation ask yourself two key questions: Does the potential letter writer know me (the applicant) really well? Will the content of this extra letter provide the admissions officer with compelling information or very important details that they cannot learn anywhere else in my application? If the answer is yes then you might consider sending one, or at most two, additional letters of recommendation. Admissions Officers generally do not welcome credentials that 33

they haven t asked for the burden of reading all of the applications they receive is heavy enough. But sometimes a file is truly not complete without an additional letter. Before submitting one, be certain to discuss this thoroughly with a college counselor. REQUIRED SUPPLEMENTARY MATERIALS: Often colleges require applicants to complete specific questions or submit additional writing samples as a supplement to the Common Application, or as part of their institutional application. Often these questions are specifically designed to determine how well the student s interests and aspirations, particularly in academic area, align with the college s offerings. Sometimes the colleges are blatant about this simply asking Why are you a good match for XX college or How would you, as a student at YY college, align with our stated mission or goal of XYZ? In other instances the college may be more obtuse by asking a seemingly less directly relevant, but often intellectually challenging question, such as this question from the University of Chicago: Essay Option 2 I learned to make my mind large, as the universe is large, so that there is room for paradoxes. Maxine Hong Kingston. What paradoxes do you live with? These colleges are sending a clear message that they are looking for applicants who are interested in intellectual growth as a primary reason to want to attend their school, and they are interested at this stage in the process of getting a strong sense of how you creative, original, analytical, and/or deep your thinking and writing skills are. OPTIONAL SUPPLEMENTARY MATERIALS: In some cases students may have a strong record of achievement in something that is not easily conveyed through the standard application. Perhaps you are an accomplished artist, musician or writer. Maybe you have started your own business, written your own blog or created a social media account that goes beyond the personal and promotes or informs followers in a given area. In rare cases it makes sense for students to submit supplementary materials beyond what has been requested by the college. However, if you do so it is critical to make sure the quality of your submission is worth the extra time the admissions officer will have to spend tracking it down and reviewing it. If it is not the admissions officer may question your judgment and self awareness. THE X FACTORS: Colleges, like applicants, have hopes and dreams, and sometimes institutional mandates, for their incoming classes. Perhaps they only have students from 47 states and have a goal of enrolling students from all 50 states. Maybe an alumnus has just donated and built a new theater and they are looking for talented performers to bring the space to life. Sometimes a particular academic area or major has low enrollment and they are looking for students who have demonstrated interest in that area. Most schools are looking to balance out their male/ female ratio. Often colleges are giving special attention to legacy or other special interest applicants. Sometimes you know when you have an X factor working for or against you; many times you don t. Sometimes you know when your peers have an X factor working for them, but in our experience you often may not, even with a close friend. This element of the process can often result in admissions decisions that are surprising or, on the surface, don t make sense. Accept now that the decision making process is, to some degree, out of your hands, and don t look for too much rhyme or reason when a particular decision seems strange or inexplicable based on the surface criteria with which you have some familiarity. 34

CHAPTER 6: STANDARDIZED TESTS: Standardized testing is an important factor in admissions decisions, especially at most of the highly selective colleges and universities. A few institutions, most recently George Washington University, have downplayed the importance of scores and some have eliminated testing requirements completely, but those institutions are still in the minority. Standardized testing still matters at most colleges. Here is a guide to understand testing requirements and, just as important, to keep them in perspective. BASIC TEST DESCRIPTIONS The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is taken by sophomores and juniors in October (see Portledge calendar), and is administered by the school. Scores from the junior year are used for National Merit Scholarship Qualification (NMSQT) and for student and college counselor use only. These scores are not sent to colleges. The SAT Reasoning Test and SAT Subject Tests are administered by the College Board. The SAT Reasoning Test (the SAT ) consists of critical reading, math and writing sections and is undergoing a massive overhaul during the 2015-2016 school year. Starting in March, 2016, only the new SAT will be offered. The changes to this test will be covered comprehensively in the fall college nights for 9 th, 10 th and 11 th grade students and their families. The SAT Subject Tests are one-hour tests measuring knowledge of specific subject areas such as languages, math, literature, science, and history. Students choose which of these tests to take based on academic strengths and achievement and can be taken at any time during a student s high school career. Three tests can be taken in one sitting but it is recommended that students only take one or two at a time. For more information on these exams including test dates and registration information please refer to the College Board website at www.collegeboard.com The American College Testing program (ACT), is a popular alternative to the SAT. Some students do better on this test and is accepted by all colleges. Students can submit the ACT in lieu of the SAT reasoning test, the SAT Subject Tests, or both, depending on the college s requirements. This test is also undergoing some slight changes during the 2015-2016 school year. For more information refer to their website at www.actstudent.org Portledge requires Upper School students to take the SAT Reasoning Test or the ACT and strongly urges that they also plan to take SAT Subject Tests in academic areas that make sense for the individual student, as many private colleges and universities recommend or require these tests. Advanced Placement Exams (AP) are three-hour, college-level tests prepared by ETS and given each May at Portledge. Students who are enrolled in AP course-work are required and will be registered by the school to take the AP test. However, these exams are not typically used in college admissions and are used instead for college placement or credit. Colleges may look favorably on strong results if available, but students are not penalized if they do not report their AP scores on their college applications. That said, some colleges may allow students to submit AP scores in place of other tests. 35

Test of English as a Foreign Language (TOEFL) is used to evaluate English proficiency. Most colleges require the TOEFL of students whose native language is not English. For more information, access their website at www.toefl.com TESTING REGISTRATION 1. It is the responsibility of the student to register for SAT and the ACT tests. 2. Online registration is the easiest way for most students to sign up for the SAT Reasoning and Subject Tests, or the ACT. (Go to www.collegeboard.com or www.actstudent.org and sign up). You will need a valid, major credit card to register. The earlier you register the better and the more likely you are to get the local test center of your choice. 3. Students should memorize the Portledge School Code --332883-- as well as his/her own social security number. 4. Always use the exact same name when signing up for any tests. Susan M. Smith and Susie Smith will be treated as two different people, which can make sending scores to colleges more difficult. Be precise with your name, address, birth date, social security number and the Portledge School Code! 5. Know the testing requirements of each college to which you plan to apply. 6. Extended-time testing: Students with documented learning disabilities usually take their specialized SAT tests on a specific date at Portledge. Arrangements for extended time on these tests must be made through the School Psychologist and CEEB. The websites for the College Board (http://www.collegeboard.com/ssd/student/index.html) or the links at the ETS website (http://www.ets.org) can provide parents with the specific current requirements for documentation. Copies of this documentation also must be in Portledge School s file. Students who may be seeking this sort of accommodation must speak with the Educational Psychology Chair at least 8 weeks in advance of the registration deadline date, since extra forms must be completed. 7. You will receive an admission ticket for all testing sessions. Check the information for accuracy, and to be sure you are assigned to the correct test center. If you are not, or if you have other questions, see your college counselor well ahead of the test date. Save your admission tickets and score reports, even after you have taken the tests. You may need registration numbers and test dates later in the application process. 8. Make sure you are familiar with the security requirements for test day. https://sat.collegeboard.org/register/sat-test-day-checklist REPORTING TEST SCORES The only way for colleges or the NCAA Clearinghouse to receive SAT or ACT scores is for you to arrange for official scores to be sent. They are not on the Portledge transcript and it is your responsibility, not the school s, to send the scores. Colleges require official scores sent to them directly from the testing agency. Generally they will not accept a copy of the report the agency has sent to you or a computer printout of a score report. Always have an official report sent! When sending scores, double check the college s four digit code to be certain that you are sending the scores to the correct college or university. The College Counseling Office will not send SAT or ACT scores to a college for a student. 36

Score Choice: As of March 2009, many colleges allow students to choose which scores (by test date for the SAT, by test and date for Subject Tests) they send for consideration. For more information see the policy here: http://professionals.collegeboard.com/testing/sat-reasoning/scores/policy PREPARATION FOR STANDARDIZED TESTS Familiarity with the organization, structure and types of questions on any standardized test can be helpful, as it will allow you, on test day, to focus on the content of the questions without having to spend extra time during the test to figure out the directions. Some basic, common-sense strategies can be useful in preventing extra stress and wasted time. We strongly recommend that students not prepare for the PSAT. For one, the scores are not used for college admission. Secondly, an un-prepped result will give you a baseline for all SAT testing. This can be extremely useful in determining how to prepare for the tests that will count in college admissions. Many types of test preparation for the SAT Reasoning Test, SAT Subject Tests and the ACT are available. The new SAT has a series of prep courses available online for free via Kahn Academy, and it is strongly recommended that students take advantage of these preparation modules. The best preparation frequently includes practice tests so it is wise to invest in one of the books that publish real SATs or ACTs and to use them wisely to prepare. There are sample questions and test taking tips on the SAT and ACT websites (www.collegeboard.com and www.act.org). Some students are motivated to prepare on their own; others need the external motivation that comes from a course or private tutor. While there is debate as to how much impact test preparation can have, some sort of preparation is essential and each student, with his or her parents, should decide what the best approach is. The most effective test prep leads directly up to the exam. Keep in mind that test preparation can be time consuming and it is critically important not to engage in test preparation at the cost of junior or senior year academic performance. In addition to its daily academic program, Portledge devotes several special classroom periods to help familiarize students with the format and content of the CEEB examinations. This increased familiarity helps reduce some of the anxiety that many students encounter upon taking the SATs for the first time. Further, through the information provided by CEEB after the PSATs are taken, both the English and mathematics departments are able to discern any areas in which Portledge students are weak and thus apply more emphasis within the curriculum. Systematic review for SAT Subject Tests takes place in all courses since the content of each course covers many elements of the material tested by SAT. During the year, teachers use some questions on quizzes and tests that are derived from College Board tests or similar sources. Test Optional Colleges A small, and slowly growing, number of schools are testing options. Typically these schools require students to send a writing sample or another set of credentials (i.e.: AP scores) instead of standardized tests. For an up to date list of schools with more progressive testing policies check out the Fair Test website at www.fairtest.org 37

Here is a sampling of colleges not requiring SAT or ACT: Bard College Bates College Bennington College Bowdoin College Bryn Mawr College Clark University Connecticut College Dennison College Dickinson College Drew University Fairfield University Franklin & Marshall College The George Washington University Gettysburg College Goucher College Guilford College Hampshire College Hartwick College Hobart & William Smith Colleges Lawrence University Lewis & Clark College Middlebury College Mount Holyoke College Muhlenberg College Providence College St John s MD Saint Lawrence University Sarah Lawrence College Smith College Union College 38

CURRENT ACT (2015) vs. CURRENT SAT (2015) ACT Length 3 hours, 25 minutes (including the 30 minute optional writing Test Sections 4 test sections (5 with the optional essay, known as the Writing Test) Areas Tested English, math, reading, science, writing (optional) Reading (ACT)/ Critical Reading (SAT) Science 4 reading comprehension passages, 10 questions per passage Science reasoning (analysis, interpretations, evaluation, problem solving) covered Math accounts for ¼ of overall score Topics covered: algebra, geometry, trig (4 questions) SAT 3 hours, 45 minutes 10 sections Critical reading, math, writing (includes the essay), experimental (un scored) Mix of reading comprehension and sentence completion questions that require vocabulary expertise No science Math Math accounts for 1/3 overall score Topics covered: basic geometry and algebra II Essay Last thing you do; 30 minutes First thing you do; 25 minutes Scoring Total composite score of 1-36 based on average of 4 tests Total score out of 2400 4 scores of 1-36 for each section 3 scores of 200-800 for each section Score of 0-12 for Essay 2 sub-scores of 20-80 for writing multiple choice and 0-12 for essay Wrong Answer Penalty None Yes, ¼ point per wrong answer (except for some math questions) 39

SAT ACT Concordance Chart (from ACT.org) SAT CR+M ACT 1600 36 1560 35 1510 34 1460 33 1420 32 1380 31 1340 30 1300 29 1260 28 1220 27 1190 26 1150 25 1110 24 1070 23 1030 22 990 21 950 20 910 19 870 18 830 17 790 16 740 15 690 14 590 12 530 11 40

CHAPTER 7: CREATING YOUR COLLEGE APPLICATION APPLICATION OPTIONS AND DEADLINES Early Decision (ED I and II) is a program offered by some colleges for students who select that college as one they want to commit to. The application and all supporting documents typically must be submitted by November 1 st or 15 th for ED I or sometime in December or early January for ED II. The Admissions Office will then evaluate these applications on a shorter timeline and notify the students within about a month of the submission deadline (i.e.: A student who applies to a Nov 1 deadline usually has a decision by Dec 15 th ; A student who applies ED II on Jan 1 usually has a decision by Feb 15 th ). If admitted the student is OBLIGATED to attend that institution and must withdraw all other applications. A student should not apply ED unless he or she has thoroughly researched and visited the school and is 100% comfortable with attending if admitted. Early Action (EA) is a program with a similar timeframe to Early Decision however the key difference is that students who apply Early Action are NOT OBLIGATED to attend, may pursue applications at other colleges and do not need to reply to the offer of admission until the National Reply Date of May 1. There are many variations of this program and some schools offer Single Choice or Restrictive Early Action, which means that students are only allowed to apply EA to one college, sometimes with minor exceptions for public universities with priority or earlier regular decision deadlines. Rolling Admissions: Many state universities and a handful of private schools act on an application as soon as the file is complete. The college may then notify they student within weeks of receipt of a complete application. It is generally to a student s advantage to apply to these kinds of schools as early in the fall as possible because, as spaces are filled, the admissions standards may become more selective. Students may be deferred under this kind of program as colleges may want to see further senior year grades before making a final decision. Many large state systems have their own applications (ApplyTexas; the UC schools in California or the Florida public universities are a few examples) that have their own version of one of these application methods. Often these application systems open on August 1 st and require a separate registration, log in and completion process. Some of them (FL and CA, for example) require the applicant to self-report all of their credentials and only want official transcripts to be sent after they have accepted you. Some have unique or different versions of essays. Some large state schools (i.e.: University of Michigan and all SUNY schools) make things very simple by using the Common Application and mimicking the process used by many private schools. Doing early research on the larger state systems on your list, and their applications may save you a headache later in the process. Priority or VIP Applications are relatively new programs and are similar to rolling application programs. Some students may be offered a VIP or Priority Application by the college; it may not be available to everyone. Sometimes the application fees and other credentials are waived and decisions are received within two to four weeks. Priority Deadlines are different from Priority Applications and are most often used by public institutions. For example the University of Maryland has a priority deadline of November 1 st. Over 90% of their incoming classes are typically admitted through Priority Deadline applications. Regular Admissions is the most traditional way to apply to college. The deadline is typically January 1 st or later and there are no obligations. Portledge students should plan to submit around 8 regular decision applications and no more than 12. And important part of the college process is identifying preferences, setting priorities, self-evaluation, and making good decisions. Narrowing down your college list is a good way to use these skills. 41

THE COMMON APPLICATION The Common Application is the recommended application form of over 300 colleges and universities. It is one online form that you can submit to each school. Start by using the Common Application online (www.commonapp.org) remembering that this web site resets every July and that you cannot begin your actual application until it goes live on August 1 each year (though you can certainly make an account and look around the application itself earlier if you like; just remember that all data will be removed each July requiring early birds to re-register and re-enter all data on or after August 1 st of the year they will actually apply). If one of your colleges is not on the Common Application you will find that most of the required information is the same. After you complete each section of the Common Application you can preview it and print that page and use it as the rough draft or model for non Common Application schools. Your completed college application is your representation of your candidacy to that college. You cannot afford to be sloppy, late or inattentive to details Within the Common Application you must select schools and then complete the affiliated questions for each of those schools. All supplementary questions for individual schools will be found there. The current Common Application does not allow you to upload any documents (i.e.: a resume or activities grid) but within the Questions sections for individual schools you will sometimes have an option to do so. The Essay Most colleges require students to write essays as part of their applications. Why? Because they want to see: How well you write How you think Who you are, in your own words and from your own point of view Along with the interview the essay affords you the best opportunity to share your thoughts, insights, and opinions; to highlight your accomplishments and to convey your maturity and outlook on life. The essays can be a great opportunity to tell the admissions office something that hasn t otherwise been fully communicated in the rest of your application. College essays are very different from those you wrote for English, history or other classes. Usually for class you are not writing about yourself, or your thoughts and feelings about something personal. Sometimes it is hard to shift gears and write in this more personal and less formal style. But each of you is more than capable of producing a solid college admissions essay. Here are some tips to get you started: No topic is a good or bad one. Write about what matters to you, not what you think someone may want to read. Be sincere, clear, spirited and personal. Be unafraid! Regardless of your topic be certain to include specific details about your perception of your topic: what you learned, how you changed, how the topic impacts how you act or think today. Think small don t get hung up on the word significant or the like often the best essays are on mundane or everyday topics; it does not have to be dramatic, bizarre or unusual.. What counts is what you learned and observed, or how you changed. Read the directions thoroughly, understand the question and required or suggested length. Be yourself and use your own voice. Write from the heart. Do not allow editing or editors to change your voice. Do not allow others to become involved in the writing process other than as proofreaders. It will be more obvious than you think if someone else writes your essay for you. Spelling, punctuation, grammar, clarity, and proper use of capitalization all matter and they can sabotage an otherwise good essay. Read the essay aloud to yourself. Does it make sense? Does it flow? 42

Use words you are comfortable with. Do not overuse (or use at all) a thesaurus. For example, you do not cogitate. You think. Do not try to be funny unless you truly are naturally funny. Do not write about SATs or the college process. Always emphasize the positive, even in a painful experience. Do not depress, worry or frighten your reader; generally you are applying not just to be a student but to be a member of a residential community. Admissions officers are looking for emotional stability, strong character and good judgment. Your opening sentence or paragraph needs to grab the reader. Admissions officers read so many essays that a grabby beginning can help to engage and energize their attention from the start. Allow plenty of time for this writing and plan to edit, re-edit and proofread MANY times! One admissions officer wisely summarized: Good writing is lean, grounded in specifics, energized by apt verbs, and respectful of the reader s intelligence. It answers the question, does not rely on generalities and does not muse on the application process itself. Tell your story in a way that shows rather than merely claims that you have matured or learned through the situation or experience you are describing. 43

Getting Organized: The Paperwork Students Parts: You are responsible for sending the following parts of your application: Your personal information (the application) One or more essays (personal statement and supplement) Various types of additional information as required or requested: peer recommendation; graded paper; etc The application fee Your standardized testing (SAT Reasoning Test, SAT Subject Tests, ACT) directly from the testing agency In addition to sending these parts students must also complete the following steps to ensure that all Portledge credentials are sent to the right schools, and by the deadlines: Link your Common Application to your Naviance account (done in College Counseling class) Secure your teacher recommenders and add their names to Naviance Make sure to obtain official transcripts from others schools you have attended during grades 9-12 and get them to the college counseling office Regularly update your college list in the Common Application and Naviance for accuracy. Meet all Portledge College Counseling Office deadlines: o October 15 th, 2015: Finalize college list in Naviance Make sure your application list in Naviance is accurate; all school forms are sent electronically and without a complete and accurate list, we will not be able to send materials. If schools do not accept electronic submission, make sure to get the paper forms to Ms. Crowley or Mr. Mathieu ASAP! o October 16, 2015: Students must notify the college counselors of their intentions to apply under early deadlines and programs with November deadlines to guarantee that credentials are sent on time. o November 13, 2015: Students must notify the college counselors of any applications with December deadlines to guarantee that credentials are sent on time. o December 11, 2015: Every student must confirm their final college list with a Portledge college counselor (and then update it in both Naviance and the Common Application) no later than December 11 th to guarantee that all credentials are sent for January 1 st deadlines Portledge College Counseling Office Part We are responsible for submitting the following parts of your application: Your Portledge transcript School Statement Portledge School Profile Teacher recommendations via Naviance Transcript and School Statement The transcript, Portledge Profile, and School Statement are sent to every college on the student s final list. Students have the opportunity to proofread their transcripts for accuracy. Any changes should be reported to Mrs. Simon no later than September 30 th. The Portledge School Profile is an overview of the Class of 2016 and the Upper School in general, and helps admissions officers to better understand the academic context of each application. The School Statement is a summary of your Portledge experience. The College Counselors review all the teacher, advisor and coach comments that have been written throughout your time at the Upper School. We also draw from your questionnaire and your parents input form. We refer to the notes from our meetings and talk regularly with the faculty and other Portledge adults who know you well. The statement is based on 44

what all those who have known you at Portledge have had to say about your work, your school citizenship, your growth, your goals and your actions. A great deal of care goes into providing a complete, positive, realistic and confidential statement. Teacher Recommendations It is important to ask teachers well in advance of any deadlines and ideally by the end of the 11 th grade. You do not need to have your college list finalized to request a letter of recommendation. Your teachers have the right to decline to write for you if they do not feel they are able to do so effectively or if they have already agreed to do so for so many others that they cannot complete another by the deadlines. If your request is denied, please accept the response gracefully; they are acting in your best interest. If your request is accepted you should then add those teachers to Naviance. Students should waive their right to access the teacher recommendation whenever asked. While the Buckley Amendment gives the student the right to access his/ her recommendations at the college of matriculation, we strongly recommend that students waive that right. Admissions officers will weigh confidential letters much more seriously; and may question the integrity or actions of a student who does not allow the letter to be confidential. And, some teachers may insist on this as a condition of their writing for a student. Students are strongly encouraged to write handwritten thank you notes to those teachers who act as recommenders for them. It takes a tremendous amount of time and energy to write an effective letter of recommendation and it is appropriate for students to thank them for this courtesy. Reporting Disciplinary Cases to Colleges Students and parents should be aware that the Common Application requires students to self report discipline issues. Below are the exact questions posed to the student on the Common Application: Have you ever been found responsible for a disciplinary violation at any educational institution you have attended from the 9th grade (or the international equivalent) forward, whether related to academic misconduct or behavioral misconduct, that resulted in a disciplinary action? These actions could include, but are not limited to: probation, suspension, removal, dismissal, or expulsion from the institution. Have you ever been adjudicated guilty or convicted of a misdemeanor, felony, or other crime? Note that you are not required to answer "yes" to this question, or provide an explanation, if the criminal adjudication or conviction has been expunged, sealed, annulled, pardoned, destroyed, erased, impounded, or otherwise required by law or ordered by a court to be kept confidential. If a student answers yes to either question he/she will need to submit a statement of explanation. On the Secondary School Reports Portledge is also required to answer these two questions. The College Counselor is required to report disciplinary actions that results in suspension or expulsion before and after applications are submitted. Please be assured that our goal is to support the student in honestly and effectively reporting disciplinary incidents. We encourage students to focus on the lessons learned, the new strategies in place and the growth as a student and person. 45

Senior College Application Checklist Create a Common Application Account, taking note of user name and password. Create a list of application deadlines (admission and financial aid) for the colleges you know you want to apply to; as you finalize your list add others. Be aware of possible ED, EA, Rolling and Priority deadlines. Complete the Common Application Begin, revise, proofread and complete Personal Statement Review all of the Questions and Supplements for each college on your list. Copy and paste all into a spreadsheet or word document (noting character or word length). Create a timeline for complete all writing requirements. Note similarities or areas of overlap in the questions and plan the most efficient path to completion. Create online accounts for any non Common Application schools, making note of deadlines on your master organizer (above) and add additional writing prompts to your list. If you have not yet done so, ask two teachers to write your letters of recommendation, at least six weeks in advance of your first deadline and update their names in Naviance. Finalize College List and review it with college counselor no later than December 11 th and update Naviance to reflect your final list Send standardized test scores directly to colleges from the College Board or ACT Check to see if alumni or other interviews are available; schedule interviews and prepare for them Make sure that all items are successfully submitted for each application. For the Common Application that means: Submit the Common Application to each school Submit the Supplement for each school Submit the Fee for each school Update Naviance to reflect that the application has been submitted Write hand written thank you notes to your teacher recommenders 46

Junior Year College Application Checklist Complete Junior Questionnaire on Naviance: It is extremely important to take a personal inventory of your academic and none academic experiences. This questionnaire is the best tool to practice writing about yourself and record your thoughts on these topics. This document is only seen by your college counselor and must be completed before your first official college meeting. First College Counseling Appointment: Schedule an individual meeting with the College Counselor once your questionnaire is complete Parent Input Form: Parents can provide valuable insight into their child s performance at Portledge as well as their life outside of the classroom and personality. Therefore, it is critical that all parents complete the parent input form prior to the first family college counseling appointment. This form is available on the college counseling page at www.portledge.org Family Meeting: After you have met once with the College Counselor and your parents have completed their parent questionnaire, please schedule a family meeting. Create a standardized testing timeline and sign up for tests. Be sure to sign up early to secure local and convenient test centers. Course Selection: Be sure to discuss your 12 th grade class selections with a college counselor College Visits: Plan some college visits during Spring Break. Try to see a range of colleges one large, one small, one urban, one rural to begin to develop and understand your preferences. On Going College Counseling Appointments: Schedule time to discuss specific colleges you have researched or visited, refine your testing plan, begin to balance and organize your college list, select teacher recommenders, ask questions and discuss individual details. Teacher Recommendations: Be sure to ask your selected teacher recommenders before the end of the year. 47

CHAPTER 8: PAYING FOR COLLEGE About Financial Aid A four year college education can now cost anywhere from $40,000 to $250,000, depending on whether or not you attend a public or a private institution. While some families can afford these expenses, many rely upon financial aid to pay the bills. As a family you should be discussing how you will pay for college. As the student, if you do apply for financial aid, you will be bearing a significant portion of the expense in the form of loans at most schools. Following is information on the types of aid available, the process of applying and completing forms, and understanding financial aid awards. First, some helpful websites: www.fafsa.ed.gov (not to be confused with www.fafsa.com, which is a website where you can pay to have someone complete this free form for you) www.collegeboard.com www.finaid.org www.college-scholarships.com www.fastweb.com : highly regarded as the best source of scholarship information; also has a helpful financial aid calculator www.studentaid.ed.gove The best source for learning about possibilities for aid is with each college to which you apply. The Office of Financial Aid can be as important to you as the Office of Admissions. Financial Aid Financial Aid is need based as opposed to merit based. In other words you receive it because you cannot afford to pay all of the expenses yourself. Your academic record usually has nothing to do with eligibility for financial aid, though grades are taken into account at some colleges. Financial aid funds come from the federal government, the college itself, and, in some cases, from state programs. Aid is awarded in a package usually made up of grants (which you do not pay back), student loans, and work, in varying proportions. Loans are often the largest component, and you, the student, must pay these back starting a few months after you graduate. The average student on financial aid can expect to graduate with about $40,000 in loan debt, to be paid back in about ten years. Institutional Scholarships An institutional scholarship given by colleges, often called a merit scholarship is awarded to a student by a college because he or she meets some criteria, such as excellent grades, exceptional athletic ability, artistic talents or some other predetermined standard. Demonstrated financial need may or may not be a factor. Some of these scholarships are simply awarded to an applicant, or sometimes a student must apply for them. Given by the college to attract desirable students, these awards are essentially tuition discounts. Not every college offers merit scholarships. It is important to read the Paying for College or Tuition and Fees section of each school s website to learn what they offer. Outside Organizations Scholarships Civic groups, municipalities, and some corporations offer scholarships. Some schools will deduct these from the loan portion of your financial aid package and sometimes they will reduce the grant portion of your financial aid package. In all cases students must apply for these scholarships. Athletic Scholarships A very few student athletes will win a full ride from a Division I college (occasionally from a Division II college, NEVER from a Division III college as athletic scholarships are not offered at Division III colleges). These awards 48

are given for athletics regardless of need. Only about 2% of high school athletes receive athletic scholarships, with the average award being around $11,000 per year and depend upon satisfactory athletic and academic performance in order to renew them for the following year. THE BASICS OF APPLYING FOR FINANCIAL AID Your parents have certain responsibilities in the financial aid process and so do you. If it absolutely vital that everything be done according to the deadlines. Missing a deadline is a guarantee that you will not receive the financial aid award or scholarship award you might have if you had met that deadline and it may mean that you receive no money from the school at all. At least one, and often as many as three, forms are required to apply for financial aid. In order of frequency they are the Free Application for Federal Student Aid (FAFSA), the College Scholarship Service Financial Aid Profile (CSS PROFILE) and, in many cases, the college s own institutional form. The FAFSA and CSS Profile are only available online at www.fafsa.ed.gov and www.collegeboard.com respectively. After being submitted online the FAFSA and CSS PROFILE are sent to central agencies to be processed and forwarded to colleges. Families complete only ONE FAFSA and one CSS Profile. Institutional forms are requested directly from each colleges (or found on their web sites) and returned to the financial aid office. It is your responsibility to obtain and complete all of these forms and by their stated deadlines. THE FAFSA Required by every college and university. There is no fee for this form which determines your eligibility for Federal financial aid funds, the backbone of every financial aid program. It is provided by the US Department of Education. The FAFSA is available at www.fafsa.ed.gov Both the student and a parent need a personal identification number (PIN) available at the FAFSA website You can establish a PIN prior to Jan 1 but cannot complete the form until January 1. It takes at least three days for a PIN to be established and delivered to your email account Must be filed between January 1 and February 1. If your parents are divorced or own their own business they have to fill out additional forms Please note that fafsa.com and fafsa.net are the websites of private companies who will charge you money to fill out your FREE Application for Federal Student Aid. Avoid these sites! THE CSS PROFILE Required only by those institutions listed on its registration form Found online at www.collegeboard.com Registration fees must be paid by credit card when you register, and a fee for each college The CSS Profile asks all of the financial questions wanted by the colleges to which you are applying You can save your information; it does not need to be completed in one sitting Make note of your password information so that you can log back in as needed Colleges requiring the CSS Profile also require the FAFSA Institutional Forms Only required by some colleges Usually made up of only a few specific questions not asked on the FAFSA or the CSS Profile Available only from the college directly and must be returned directly to their financial aid office Must be obtained by the student or parent 49

KNOW YOUR DEADLINES! They may vary from college to college. Read these materials very carefully and stay on track from the beginning. The main reason that families who are eligible for aid do not receive it is missed deadlines! COMPLETING FINANCIAL AID FORMS 1. Assemble the records you will need a. Completed income tax forms for the most recent year, or the most up to date tax form information you have b. W-2 forms and other records of money earned in that year c. Records of untaxed income such as social security, AFDC, veterans benefits or welfare d. Current bank statements e. Current mortgage information f. Business (or farm) records g. Records of stocks, bonds or other investments h. Student s drivers license and social security card i. Student s alien registration card (if applicable) 2. Use legal names, not nicknames, and make sure the student s social security number is correct 3. Complete all of the required sections of the form 4. If the instructions tell you to skip a question, leave it blank If your answer to a question is none or zero put a zero in the space 5. Make sure you submit the FAFSA and CSS Profile at least five business days prior to the earliest financial aid deadline. If you do not have the required tax forms in time to complete the FAFSA estimate your figures as closely as possible for the current year. You will have the opportunity to correct them when you know the exact amounts. Consult the financial aid offices at individual colleges if you are providing estimates. Keep a copy of all forms for your records. 6. The FAFSA allows you to list only six colleges. If you are applying to more than six, first list the schools with the earliest financial deadlines, then list those institutions that do not require the Profile. After your application is received by those colleges you can then go back and submit it to the rest of the colleges on your list. 7. Within four weeks (at the latest) of receiving your form you will receive a Student Aid Report (SAR) through the email account you used to register for the FAFSA. The SAR will either request further information (such as tax information from your completed tax return, or provide you with a figure called the Expected Family Contribution (EFC). Once you have received a final SAR you can log in to look at the information, make corrections to it, and print a copy for your records. The information is then automatically sent to the six colleges you listed when you will out the FAFSA online. 8. For questions regarding problems or difficulties with the online FAFSA or specific questions about the form call 1-800-FED-AID (1-800-433-3243). If you do not get a SAR within four weeks it is wise to call and check on your application. Divorced/ Separated Parents In the case of divorce or separation the non-custodial parent is usually asked to file a supplementary form in addition to the FAFSA. Both parents will need to provide as complete a financial picture as possible. A parent who refuses to file the supplementary material may jeopardize his or her child s chances for financial aid. Financial aid officers have some leeway in difficult situations and may be able to use professional judgment when making awards. If this is the case in your situation is important to provide as much documentation of the situation as possible. The college counselors are available to discuss individual situations. 50

CHAPTER 9: Student Athletes and the NCAA Being an excellent athlete who wants to participate in intercollegiate athletics can enhance your chances of admission. Coaches can influence the admissions decisions by submitting lists of their top choices to the admissions office. Students at Portledge have been recruited in this way. Most student athletes, however, will not fall into this category. Still, athletic ability can give a college one more reason to admit you if you are well qualified academically. First and foremost, be honest with yourself and decide early in the process how important sports are to your college experience. Remember that athletics at the college level is a business, and a big one! Coaches are hired and fired based on winning and losing records. It is critical to remember that coaches are salespeople in the recruiting process who are concerned, first and foremost, with their own results, not with the individual outcomes of any particular student. Sometimes coaches say things or make promises they cannot keep related to admissions and playing time; simply put there are no guarantees on either of these fronts. Coaches have varying and often limited influence in the admissions process. For example a Varsity Soccer Coach at a NESCAC school generally can help only three students who do not meet the expected admissions standards for all students. It is important to keep this in mind throughout the recruiting process. If you would like to play sports in college, start by asking your coach for a frank assessment of your ability. Show your college list to the coach and see what he/she thinks. Does he/she have any other college suggestions? If your coach is enthusiastic about your ability, and you intend to play in college, ask for a recommendation. Some coaches prefer to call; others prefer to write. During the spring of junior year, write the coaches at the colleges that interest you. Your letter should be brief, summarize your athletic accomplishments, mention your SAT scores and grades, and ask for more information about the team. There is an example of such a letter in the documents file in Naviance. Take time to create a one page athletic resume. Provide a history of your involvement with the sport from 9 th grade on and include all teams, organizations, camps etc that you have played for or with during high school. List and explain any special honors or accomplishments and any upcoming camps or showcases where you will be playing. You should consider making a 3-5 minute tape that showcases highlights of your performance. If you can circle yourself in the video that is ideal; if not, be certain that it is clear what color and number you are wearing. These can be posted to You Tube and easily emailed and then viewed by college coaches and their assistants. Athletes are recruited at all levels of college athletics. However the NCAA puts restrictions on each level of sports (Division I, II, III). The NCAA recruiting guidelines for recruiting as well as the NCAA Recruiting Form required of Division I and II athletes are available at ncaa.org it is your responsibility to know the recruiting rules. Typically there is an exchange of information (usually via a form letter that may be sent to hundreds of athletes); then you may receive personal emails or handwritten letters; this may be followed by MANY phone calls from coaches and then a scouting visit at any location where you may be competing; some coaches will do home visits; and finally if you are invited for an official visit on campus you will know you are a serious candidate for recruitment. (Note that DIII schools do not do official visits). All potential Division I or II athletes must file with the NCAA Initial Eligibility Clearing House. It should be done during the summer. Do not delay doing this. Every Division I or Division II athlete must complete this. Portledge School Code is 332-883. The Clearing House must see your SAT scores. As with the colleges, you must send your scores directly from the testing agency. The NCAA code number for ordering a report sent to their office is 9999. Simply list this code as one of your colleges and your results will be sent to the appropriate location. Make sure you inform the College Counseling Office that you are filing with the Clearinghouse. List them, 51

as you would a college, in your Naviance application list. We will need to forward transcripts as they become available. If a college coach comes to look at you and then you hear from that coach that you are a strong candidate for his/ her team, then and ONLY THEN, can you assume that athletic talent may be a significant factor in your getting into college. If you are not recruited, athletic ability will play no more or less important a role in your admissions decisions than any other seriously pursued activity. Remember that the admissions office, not the athletic department or the coach will make the final decisions. Colleges have clear academic standards for athletes; there are limits as to how far they will bend. No college will accept a student on athletic ability alone if the admissions office does not think the applicant can succeed academically on campus. A student athlete can get a good idea of the coach s level of interest from the intensity of the recruiting efforts. It is important to remember that athletic ability determines how much support the coach will give; if a stronger player comes along, the coach may double back on earlier promises about their support in the admissions process. If you are invited on an Official Recruiting Visit to a Division I or II college, you may ask the coach, politely, at the end of the visit, Can you give me an indication of where I rank among the students you are recruiting, to help me get a realistic picture of your interest? Look carefully at the college team and the graduating seniors and ask yourself some important questions: how much will the team need your specific talents? Do you like the members of the team? Do you like the coach s style? Will you play? You will be with this team for four years; know what you are committing to. If coaches are telephoning you, keep a record of the calls to try to gauge their interest. Some coaches may contact a great number of students, while intending to recruit only a very few. Continue to remember that college coaches have a singular goal to attract talented athletes; they may actually have less influence in admissions than they suggest. Just because they are interested or even say you are their number one choice, does not mean you are in. Try not to feel pressured too much by the recruitment process. Some coaches will encourage you to apply early decision to their school. If this is what you want to do, then it works to your advantage. If you do not want to attend a certain school, you should not feel pressured into applying, just because a coach likes you. It is a two-way process. You are making decisions about your future, while coaches are trying to structure their teams. Scholarship money may be awarded at Division I and II schools, but remember that only 2% of all high school athletes will receive athletic scholarships. Only certain conferences such as Big Ten, ACC and Big East offer many scholarships, but not always in all sports. The Ivy League offers NO athletic scholarships; all financial aid is need based in the Ivy League. Often athletic scholarships are partial scholarships. Frequently their renewal depends upon athletic and academic performance, and can be taken away if students fail to meet the standards. Division III colleges offer no athletic scholarships at all. Finally, both the Ivy League and the Patriot League, as well as some DIII conferences (for example, NESCAC) have established a formula known as the Academic Index (AI) which takes into consideration your standardized testing (SAT & SAT Subject Tests, or ACT and your GPA. If you do not meet the required index for your sport and level of impact, regardless of athletic ability you will not be admitted to that school. AI requirements vary year by year, team by team, and are not always communicated clearly by the coaches. A good article to help you understand the AI calculation and how it is used can be found here: http://www.thecrimson.com/article/2013/5/30/harvard-academic-index-explanation/ 52